Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The purpose of this lesson is to make sure that the students understand that letters (i.e. x,y) and symbols represent numbers that are not known in algebraic expressions and equations. Also, at the end of the lesson the students should be able to comprehend as well as complete simple algebraic expressions. The teacher should explain the different ways and strategies there are to solve for the variables and unknown quantities in a simple algebraic equation. Also, the teacher should use mathematical terms and language while teaching the kids so they can get used to using those terms themselves and apply said terms when necessary.
II. The Learning Environment
The classroom is filled with different decorations and things to keep the room interesting. However interesting the room may be, it can also be too distracting for the kids. Instead of paying attention to the teacher and what is being taught some children may find the surrounding walls more interesting than the lesson at hand. The kids are sitting on the floor on a colorful rug close to the teacher. Being close to the teacher helps the kids to stay engaged and helps them pay attention as opposed to being spread out in groups of desks. Also, when in groups of desks, some kids are not facing the front where the teacher is teaching. These children have to turn around to face the teacher in order to listen, but when they are all in front of the teacher in the front of the room they can all be attentive and listen with interest. The room also seems to bright enough where the board is easy to read and it is well lit so that know students will be tempted to put their heads down or doze off. The teacher seems to be asking the students a lot of questions and making them do most of the work and only helping them when they absolutely need it. This is good because the students are figuring things out for themselves. If the students can figure out how to do it themselves than they will be more likely to remember how to do it in the future.
III. The Learning Activities
The learning activities are important, with math is it harder to get as creative and hands on for kids who learn like that.. However, as a teacher, you need to incorperate different learning styles into the lesson. The lesson being taught consists of very basic algebra (i.e. 4+x=6). To teach this lesson the teacher has overheads written up with examples done out, explinations, and problems progressing in difficulty. Show the students one step at a time. This takes care of visuial learners. To keep the students attention and make sure they're learning, the teacher ask's questions. This gives the students a chance to get involved, to be encouraged to really try, and gives the students who could be too shy to ask their own questions a chance to answer it for hear it answered. The next part of the lesson is group work, the students work with eachother to solve a problem. As this happens the teacher goes around to observe what parts the kids are figureing out, what parts they are getting stuck on, if there is anyone looking confused or not participating. This gives the teacher the idea of how well the actual teaching of the lesson went. When everyone is finished with the group work, the teacher goes over it on the board, allowing the students to plain how they figured out the problem Also, stepping in to stress the parts that she noticed students struggling with, and continuing to ask questions to keep the students interactive.
IV. Assessment Strategies/Items
The assesment is important, it is the one way for the teacher to see if the students learned the material and were albe to practice what they've learned. The major assessment for what the students have accumuliatively learned would not be in this lesson, it would be in a test or quiz later on, once they laerned and practiced a little more. However, this lesson plan would include an individual assignment, graded or not, to show the teacher what they understand, if anything was missed, and it offers a little more practice to the student. This assignment completed will be the students "ticket out of class" and becuase it is important that the teacher can see everyones understanding of the days lesson.
Title: Grade 4 Mathematics -- Mystery Functions
Authors:
1. Kevin Phelan2. Mackenzie Fenton
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The purpose of this lesson is to make sure that the students understand that letters (i.e. x,y) and symbols represent numbers that are not known in algebraic expressions and equations. Also, at the end of the lesson the students should be able to comprehend as well as complete simple algebraic expressions. The teacher should explain the different ways and strategies there are to solve for the variables and unknown quantities in a simple algebraic equation. Also, the teacher should use mathematical terms and language while teaching the kids so they can get used to using those terms themselves and apply said terms when necessary.II. The Learning Environment
The classroom is filled with different decorations and things to keep the room interesting. However interesting the room may be, it can also be too distracting for the kids. Instead of paying attention to the teacher and what is being taught some children may find the surrounding walls more interesting than the lesson at hand. The kids are sitting on the floor on a colorful rug close to the teacher. Being close to the teacher helps the kids to stay engaged and helps them pay attention as opposed to being spread out in groups of desks. Also, when in groups of desks, some kids are not facing the front where the teacher is teaching. These children have to turn around to face the teacher in order to listen, but when they are all in front of the teacher in the front of the room they can all be attentive and listen with interest. The room also seems to bright enough where the board is easy to read and it is well lit so that know students will be tempted to put their heads down or doze off. The teacher seems to be asking the students a lot of questions and making them do most of the work and only helping them when they absolutely need it. This is good because the students are figuring things out for themselves. If the students can figure out how to do it themselves than they will be more likely to remember how to do it in the future.III. The Learning Activities
The learning activities are important, with math is it harder to get as creative and hands on for kids who learn like that.. However, as a teacher, you need to incorperate different learning styles into the lesson. The lesson being taught consists of very basic algebra (i.e. 4+x=6). To teach this lesson the teacher has overheads written up with examples done out, explinations, and problems progressing in difficulty. Show the students one step at a time. This takes care of visuial learners. To keep the students attention and make sure they're learning, the teacher ask's questions. This gives the students a chance to get involved, to be encouraged to really try, and gives the students who could be too shy to ask their own questions a chance to answer it for hear it answered. The next part of the lesson is group work, the students work with eachother to solve a problem. As this happens the teacher goes around to observe what parts the kids are figureing out, what parts they are getting stuck on, if there is anyone looking confused or not participating. This gives the teacher the idea of how well the actual teaching of the lesson went. When everyone is finished with the group work, the teacher goes over it on the board, allowing the students to plain how they figured out the problem Also, stepping in to stress the parts that she noticed students struggling with, and continuing to ask questions to keep the students interactive.IV. Assessment Strategies/Items
The assesment is important, it is the one way for the teacher to see if the students learned the material and were albe to practice what they've learned. The major assessment for what the students have accumuliatively learned would not be in this lesson, it would be in a test or quiz later on, once they laerned and practiced a little more. However, this lesson plan would include an individual assignment, graded or not, to show the teacher what they understand, if anything was missed, and it offers a little more practice to the student. This assignment completed will be the students "ticket out of class" and becuase it is important that the teacher can see everyones understanding of the days lesson.SBLD EVAL KEVIN MACKINSIE